The Literature-Enactment-Process
Exploring narratives through performative conventions
DOI:
https://doi.org/10.33178/scenario.15.1.4Keywords:
The Literature-Enactment-Process , Narratives , Literature , The LITECO projectAbstract
This project promotes reading literature for students through a new approach termed the Literature-Enactment-Process (LEP) where students can gain access to and comprehend narratives and associated topics of inquiry through a range of phases, with drama-based conventions as a pivotal point. As a pedagogical tool, these performative strategies are embedded in a larger approach that combines individual and collaborative comprehension processes. The LEP seeks to explore literature interactively, in that the student’s individual views, the perceptions of others, and the text details are equally taken into account. Teaching literature should not remain restricted to correctly answering interpretative questions. If teachers demand only one “right” interpretation, learners are deprived of the enrichment and multiple meanings texts can generate. Students must be motivated to think and learn for themselves and for a world which is constantly changing, often to the detriment of our natural environment. For this purpose, the Literature and Ecology (LITECO) workshop was designed to fuse the study of literature and ecological learning using and exemplifying the LEP. At the University of Graz, the Literature-Enactment-Process was tested with current and future teachers as well as language arts students and positively evaluated as an interdisciplinary teaching approach for the (foreign) language classroom in secondary education.
References
Bolton, G. M. (1980). Towards a theory of drama in education (2nd ed.). Longman.
Booth, D. (1994). Story Drama: Reading, writing and roleplaying across the curriculum. Pembroke Publishers.
Booth, D. (1985). Imaginary gardens with real toads: Reading and drama in education. Theory into Practice 24(3), 193-198. https://doi.org/10.1080/00405848509543172
Crumpler, T., & Wedwick, L. (2011). Readers, texts, and contexts in the middle. In S. A. Wolf, K. Coats, P. Enciso & C. Jenkins (Eds.), Handbook of research on children’s and young adult literature (pp. 63-75). Routledge.
Crumpler, T. P. (2007, April). A drama of multiliteracies: Teaching that creates new worlds in a middle level classroom [Paper presentation]. American Educational Research Association, Chicago IL, United States.
Eigenbauer, K. (2009). Dramapädagogik und Szenische Interpretation. ide 33(1), 62-75.
Grimm, N., & Hammer, J. (2015). Performative approaches and innovative methods. In W. Delanoy, M. Eisenmann & F. Matz (Eds.), Learning with literature in the EFL classroom (pp. 321-339). Lang.
Heathcote, D., & Phyl, H. (1985). A drama of learning: Mantle of the expert. Theory into Practice 24(3), 173-180. https://doi.org/10.1080/00405848509543169
Neelands, J. (1990). Structuring drama work: A handbook of available forms in theatre and drama. Cambridge University Press
Rosenblatt, L. M. (2013). The transactional Theory of Reading and Writing. In D. Alvermann, N. Unrau & R. Ruddell (Eds.), Theoretical Models and Processes of Reading (pp. 923-956). International Reading Association. https://doi.org/10.1598/0710.35
Schau, A. (1996). Szenisches Interpretieren: Ein literaturdidaktisches Handbuch. Klett.
Scheller, I. (2009). Szenische Interpretation. In G. Koch & M. Streisand (Eds.), Wörterbuch der Theaterpädagogik (pp. 302-304). Schibri.
Scheller, I. (2004). Szenische Interpretation: Theorie und Praxis eines handlungs- und erfahrungsbezogenen Literaturunterrichts in Sekundarstufe I und II (1st ed.). Klett Kallmeyer.
Schewe, M. & Scott, T. (2003). Literatur verstehen und inszenieren. Foreign Language Literature through Drama. Gfl-Journal 3, 56-83.
Wagner, B. J. (2002). Understanding drama-based education. In G. Bräuer (Ed.), Body and Language: Intercultural Learning through Drama (pp. 4-18). Ablex.
Wagner, B. J. (1999). Introduction. In B. J. Wagner (Ed.), Building moral communities through educational drama (pp. 1-13). Ablex.
Ward, W. (1930). Creative Dramatics. D. Appleton-Century Company.
Wilhelm, J. D. (2016). You gotta BE the book: Teaching engaged and reflective reading with adolescents (3rd ed.). Teachers College Press. https://doi.org/10.1007/978-1-4615-4919-2_1
Wilhelm, J. D. (2012). Deepening comprehension with action strategies: Role plays, text-structure tableaux, talking statues, and other enactment techniques that engage students with text. Scholastic.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Christina V. Poeckl
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
